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This open access book brings together the disciplines of childhood
studies, literary studies, and the environmental humanities to
focus on the figure of the child as it appears in popular culture
and theory. Drawing on theoretical works by Clare Colebrook,
Elizabeth Povinelli, Kathryn Yusoff, Donna Haraway and Bruno Latour
the book offers creative readings of sci-fi novels, short stories
and films including Frankenstein, Handmaid's Tale, The Girl with
All the Gifts, Beasts of the Southern Wild, and The Broken Earth
trilogy. Emily Ashton raises important questions about the
theorization of child development, the ontology of children,
racialization and parenting and care, and how those intersect with
questions of colonialism, climate, and indigeneity. The book
contributes to the growing scholarship within childhood studies
that is reconceptualizing the child within the Anthropocene era and
argues for child-climate futures that renounce white supremacy and
support Black and Indigenous futurities. The eBook editions of this
book are available open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollection.com. Open access was funded by Knowledge
Unlatched.
By implication, a well - prepared teacher is key to the
sustainability of a quality education system globally. However, the
outbreak of the coronavirus globally exposed many deficiencies in
the education system, especially in developing nations. The
education sector was not spared at the outbreak of COVID-19 as
school systems everywhere were abruptly shut down and children were
required to stay at home. Little did educators know that the period
would linger longer than expected, hence the need to keep children
learning through virtual mode. The vital questions that should be
addressed are: Are teachers of early childhood capable of meeting
the challenges in an emergency period like this as well as future
emergencies? What expertise do they have or should they possess to
meet up with the demands of emergency times and situations? Are
there challenges to be addressed to enhance teachers on the job
performance for any circumstances? How technologically prepared and
ready are the teachers of this age for emergency times which may be
natural or man-made? Is there a match between early childhood
teacher preparation curriculum and societal experiences? This book
aims to identify, share, and explain teachers' experiences during
and after emergencies, whether they be natural or man-made across
all nations. It illuminates cross-cultural commonalities and unique
differences in the conceptualizations of teacher effectiveness and
practices and empowers teachers on procedures and approaches to
manage any form of emergency to the best of their abilities and for
their student's benefit. This crucial reference is targeted towards
pre-service and in-service teachers, as well as practitioners in
early childhood education. Academicians, researchers, and students
in education will also benefit from the research contained within
this book.
The COVID-19 pandemic has revealed the reality of life in all
aspects of human endeavors. The education sector was not spared-the
school system was uprooted and procedures had to be made quickly
for the safety of students and faculty. As a result, educators
struggled with keeping students engaged academically during online
learning and the stress of a health crisis on society. Preparing
Early Childhood Teachers for Managing Emergencies explores
international and cross-cultural perspectives on teacher
effectiveness in handling education and learning in emergency
periods as well as preparedness for post-COVID-19 experiences. This
book identifies, shares, and explores the predominant theoretical
and conceptual understandings of teacher preparedness toward
emergencies and the aftermath. Covering topics such as first aid
measures, teacher effectiveness, and technology usage, this book is
an essential resource for global K-12 educators, pre-service
teachers, K-12 administrators, policymakers, researchers, and
academicians.
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